2011年上海口译考试高级口译笔试(全真试题+答案)完整版SECTION 1: LISTENING TEST(30 minutes)Part A: Spot DictationDirections: In this part of the test, you will hear a passage and read the same passag e with blanks in it. Fill in each of the blanks with the world or words you have heard o n the tape. Write your answer in the corresponding space in your ANSWER BOOKLET. Remember you will hear the passage ONLY ONCE.Play is very important for humans from birth to death. Play is not meant to be just for children. It is a form of ___________ (1) that can tap into your creativity, and can al low you the chance to find your inner child and the inner child of others. I have collecte d the ___________ (2) of play here.Play can stimulate you ___________ (3). It can go against all the rules, and change t he same ___________ (4). Walt Disney was devoted to play, and his willingness to ____ _______ (5) changed the world of entertainment. The next time you are stuck in a _____ ______ (6) way of life, pull out a box of color pencils, modeling clay, glue and scissors, and ___________ (7) and break free. You will be amazed at the way your thinking ___ ________ (8).Playing can bring greater joy into your life. What do you think the world would be like-if ___________ (9) each day in play? I bet just asking you this question has ______ _____ (10). Play creates laughter, joy, entertainment, ___________ (11). Starting today, try to get 30 minutes each day to engage in some form of play, and ___________ (12) ris e!Play is known ___________ (13). Studies show that, as humans, play is part of our nature. We have the need to play because it is instinctive and ___________ (14).With regular play, our problem-solving and ___________ (15) will be in much better shape to handle this complex world, and we are much more likely to choose _________ __ (16) as they arise. It creates laughter and freedom that can instantly reduce stress and __________ (17) to our daily living.Play can ___________ (18), curiosity, and creativity. Research shows that play is bot h a ‘hands-on’ and ‘minds-on’ learning process. It produces a deeper, ___________ (19) o f the world and its possibilities. We begin giving meaning to life through story making, a nd playing out ___________ (20).Part B: Listening ComprehensionDirections: In this part of the test there will be some short talks and conversations. After each one, you will be asked some questions. The talks, conversations and questions will be spoken ONLY ONCE. Now listen carefully and choose the right answer to each q uestion you have heard and write the letter of the answer you have chosen in the corresp onding space in your ANSWER BOOKLET.Questions 1 to 5 are based on the following conversation.1. (A) in Cherry Blossoms Village ninety of the residents are over 85 years old.(B) In the United States, there are twice as many centenarians as there were ten year s ago.(C) All the people studied by these scientists from Georgia live in institutions for the elderly.(D) Almost all the residents in Cherry Blossoms Village have unusual hobbies.2. (A) Whether the centenarians can live independently in small apartments.(B) Whether it is feasible to establish a village for the “oldest old” people.(C) What percentage of the population are centenarians in the state of Georgia.(D) What the real secrets are to becoming an active and healthy 100-year-old.3. (A) Diet, optimism, activity or mobility, and genetics.(B) Optimism, commitment to interesting things, activity or mobility, and adaptability to loss.(C) The strength to adapt to loss, diet, exercise, and genetics.(D) Diet, exercise, commitment to something they were interested in, and genetics.4. (A) The centenarians had a high calorie and fat intake.(B) The centenarians basically eat something different.(C) The centenarians eat a low-fat and low-calorie, unprocessed food diet.(D) The centenarians eat spicy food, drink whiskey, and have sweet pork every day.5. (A) Work hard.(B) Stay busy.(C) Stick to a balanced diet.(D) Always find something to laugh about.Questions 6 to 10 are based on the following news.6. (A) Global temperatures rose by 3 degrees in the 20th century.(B) Global warming may spread disease that could kill a lot of people in Africa.(C) Developed countries no longer depend on fossil fuels for transport and power.(D) The impact of the global warming will be radically reduced by 2050.7. (A) Taking bribes.(B) Creating a leadership vacuum at the country’s top car maker.(C) Misusing company funds for personal spending.(D) Offering cash for political favors.8. (A) The nation has raised alert status to the highest level and thousands of people have moved to safety.(B) The eruption of Mount Merapi has been the worst in Indonesia over the past two decades.(C) All residents in the region ten kilometers from the base of the mountain have ev acuated.(D) The eruption process was a sudden burst and has caused extensive damage and h eavy casualty.9. (A) 6 to 7.(B) 8 to 10.(C) 11 to 16.(D) 17 to 25.10. (A) Curbing high-level corruption.(B) Fighting organized crime.(C) Investigating convictions of criminals.(D) Surveying the threats to national security.Questions 11 to 15 are based on the following interview.11. (A) A wine taster.(B) A master water taster.(C) The host of the show.(D) The engineer who works on the water treatment plant.12. (A) Berkeley Springs.(B) Santa Barbara.(C) Atlantic City.(D) Sacramento.13. (A) Being saucy and piquant.(B) Tasting sweet.(C) A certain amount of minerals.(D) An absence of taste.14. (A) Looking—smelling—tasting.(B) Tasting—smelling—looking.(C) Smelling—looking—tasting.(D) Tasting—looking—smelling.15. (A) Bathing.(B) Boiling pasta in.(C) Swimming.(D) Making tea.Questions 16 to 20 are based on the following talk.16. (A) Enhance reading and math skills.(B) Increase the students’ appreciation of nature.(C) Improve math, but not reading skills.(D) Develop reading, but not math skills.17. (A) To help the students appreciate the arts.(B) To make the students’ education more well-rounded.(C) To investigate the impact of arts training.(D) To enhance the students’ math skills.18. (A) Once weekly.(B) Twice weekly.(C) Once a month.(D) Twice a month.19. (A) Six months.(B) Seven months.(C) Eight months.(D) Nine months.20. (A) The children’s attitude.(B) The children’s test scores.(C) Both the children’s attitude and test scores.(D) Both the teachers’ and the children’s attitude.2011年上海口译考试高级口译笔试(全真试题+答案)完整版SECTION 1: LISTENING TEST(30 minutes)Part A: Spot DictationDirections: In this part of the test, you will hear a passage and read the same passag e with blanks in it. Fill in each of the blanks with the world or words you have heard on the tape. Write your answer in the corresponding space in your ANSWER BOOKLET. Remember you will hear the passage ONLY ONCE.Play is very important for humans from birth to death. Play is not meant to be just for children. It is a form of ___________ (1) that can tap into your creativity, and can al low you the chance to find your inner child and the inner child of others. I have collecte d the ___________ (2) of play here.Play can stimulate you ___________ (3). It can go against all the rules, and change t he same ___________ (4). Walt Disney was devoted to play, and his willingness to ____ _______ (5) changed the world of entertainment. The next time you are stuck in a _____ ______ (6) way of life, pull out a box of color pencils, modeling clay, glue and scissors, and ___________ (7) and break free. You will be amazed at the way your thinking ___ ________ (8).Playing can bring greater joy into your life. What do you think the world would be like-if ___________ (9) each day in play? I bet just asking you this question has ______ _____ (10). Play creates laughter, joy, entertainment, ___________ (11). Starting today, try to get 30 minutes each day to engage in some form of play, and ___________ (12) ris e!Play is known ___________ (13). Studies show that, as humans, play is part of our nature. We have the need to play because it is instinctive and ___________ (14).With regular play, our problem-solving and ___________ (15) will be in much better shape to handle this complex world, and we are much more likely to choose _________ __ (16) as they arise. It creates laughter and freedom that can instantly reduce stress and __________ (17) to our daily living.Play can ___________ (18), curiosity, and creativity. Research shows that play is bot h a ‘hands-on’ and ‘minds-on’ learning process. It produces a deeper, ___________ (19) o f the world and its possibilities. We begin giving meaning to life through story making, a nd playing out ___________ (20).Part B: Listening ComprehensionDirections: In this part of the test there will be some short talks and conversations. After each one, you will be asked some questions. The talks, conversations and questions will be spoken ONLY ONCE. Now listen carefully and choose the right answer to each q uestion you have heard and write the letter of the answer you have chosen in the corresp onding space in your ANSWER BOOKLET.Questions 1 to 5 are based on the following conversation.1. (A) in Cherry Blossoms Village ninety of the residents are over 85 years old.(B) In the United States, there are twice as many centenarians as there were ten year s ago.(C) All the people studied by these scientists from Georgia live in institutions for the elderly.(D) Almost all the residents in Cherry Blossoms Village have unusual hobbies.2. (A) Whether the centenarians can live independently in small apartments.(B) Whether it is feasible to establish a village for the “oldest old” people.(C) What percentage of the population are centenarians in the state of Georgia.(D) What the real secrets are to becoming an active and healthy 100-year-old.3. (A) Diet, optimism, activity or mobility, and genetics.(B) Optimism, commitment to interesting things, activity or mobility, and adaptability to loss.(C) The strength to adapt to loss, diet, exercise, and genetics.(D) Diet, exercise, commitment to something they were interested in, and genetics.4. (A) The centenarians had a high calorie and fat intake.(B) The centenarians basically eat something different.(C) The centenarians eat a low-fat and low-calorie, unprocessed food diet.(D) The centenarians eat spicy food, drink whiskey, and have sweet pork every day.5. (A) Work hard.(B) Stay busy.(C) Stick to a balanced diet.(D) Always find something to laugh about.Questions 6 to 10 are based on the following news.6. (A) Global temperatures rose by 3 degrees in the 20th century.(B) Global warming may spread disease that could kill a lot of people in Africa.(C) Developed countries no longer depend on fossil fuels for transport and power.(D) The impact of the global warming will be radically reduced by 2050.7. (A) Taking bribes.(B) Creating a leadership vacuum a t the country’s top car maker.(C) Misusing company funds for personal spending.(D) Offering cash for political favors.8. (A) The nation has raised alert status to the highest level and thousands of people have moved to safety.(B) The eruption of Mount Merapi has been the worst in Indonesia over the past two decades.(C) All residents in the region ten kilometers from the base of the mountain have ev acuated.(D) The eruption process was a sudden burst and has caused extensive damage and h eavy casualty.9. (A) 6 to 7.(B) 8 to 10.(C) 11 to 16.(D) 17 to 25.10. (A) Curbing high-level corruption.(B) Fighting organized crime.(C) Investigating convictions of criminals.(D) Surveying the threats to national security.Questions 11 to 15 are based on the following interview.11. (A) A wine taster.(B) A master water taster.(C) The host of the show.(D) The engineer who works on the water treatment plant.12. (A) Berkeley Springs.(B) Santa Barbara.(C) Atlantic City.(D) Sacramento.13. (A) Being saucy and piquant.(B) Tasting sweet.(C) A certain amount of minerals.(D) An absence of taste.14. (A) Looking—smelling—tasting.(B) Tasting—smelling—looking.(C) Smelling—looking—tasting.(D) Tasting—looking—smelling.15. (A) Bathing.(B) Boiling pasta in.(C) Swimming.(D) Making tea.Questions 16 to 20 are based on the following talk.16. (A) Enhance reading and math skills.(B) Increase the students’ appreciation of nature.(C) Improve math, but not reading skills.(D) Develop reading, but not math skills.17. (A) To help the students appreciate the arts.(B) To make the students’ education more well-rounded.(C) To investigate the impact of arts training.(D) To enhance the students’ math skills.18. (A) Once weekly.(B) Twice weekly.(C) Once a month.(D) Twice a month.19. (A) Six months.(B) Seven months.(C) Eight months.(D) Nine months.20. (A) The children’s attitude.(B) The children’s test scores.(C) Both the children’s attitude and test scores.(D) Both the teachers’ and the children’s attitude.SECTION 2: READING TEST(30 minutes)Directions: In this section you will read several passages. Each one is followed by se veral questions about it. You are to choose ONE best answer, (A), (B), (C) or (D), to ea ch question. Answer all the questions following each passage on the basis of what is state d or implied in that passage and write the letter of the answer you have chosen in the co rresponding space in your ANSWER BOOKLET.Questions 1—5Anyone who doubts that children are born with a healthy amount of ambition need s pend only a few minutes with a baby eagerly learning to walk or a headstrong toddler sta rting to talk. No matter how many times the little ones stumble in their initial efforts, mo st keep on trying, determined to master their amazing new skill. It is only several years l ater, around the start of middle or junior high school, many psychologists and teachers ag ree, that a good number of kids seem to lose their natural drive to succeed and end up joining the ranks of underachievers. For the parents of such kids, whose own ambition is often inextricably tied to their children’s success, it can be a bewildering, painful exp erien ce. So it’s no wonder some parents find themselves hoping that, just maybe, ambition can be taught like any other subject at school.It’s not quite that simple. “Kids can be given the opportunities to become passionate about a subject or activity, b ut they can’t be forced,” says Jacquelynne Eccles, a psycholo gy professor at the University of Michigan, who led a landmark, 25-year study examining what motivated first-and seventh-grades in three school districts. Even so, a growing num ber of educators and psychologists do believe it is possible to unearth ambition in student s who don’t seem to have much. They say that by instilling confidence, encouraging some risk taking, being accepting of failure and expanding the areas in which children may be successful, both parents and teachers can reignite that innate desire to achieve.Figuring out why the fire went out is the first step. Assuming that a kid doesn’t suff er from an emotional or learning disability, or isn’t involved in some family crisis at hom e, many educators attribute a sudden lack of motivation to a fear of failure or peer pressu re that conveys the message that doing well academically somehow isn’t cool. “Kids get s o caught up in the moment-to-moment issue of will they look smart or dumb, and it bloc ks them from thinking about the long term,” says Carol Dweck, a psychology professor at Stanford. “You have to teach them that they are in charge of their intellectual growth.” Over the past couple of years, Dweck has helped run an experimental workshop with Ne w York City public school seventh-graders to do just that. Dubbed Brainology, the unorth odox approach uses basic neuroscience to teach kids how the brain works and how it can continue to develop throughout life. “The message is that everything is within the kids’ control, that their intelligence is malleable,” says Lisa Blackwell, a research scientist at Co lumbia University who has worked with Dweck to develop and run the program, which h as helped increase the students’ interest in school and t urned around their declining math grades. More than any teacher or workshop, Blackwell says, “parents can play a critical r ole in conveying this message to their children by praising their effort, strategy and progr ess rather than emphasizing their ‘smartness’ or praising high performance alone. Most of all, parents should let their kids know that mistakes are a part of learning.”Some experts say our education system, with its strong emphasis on testing and rigid separation of students into different levels of ability, also bears blame for the disappearan ce of drive in some kids. “These programs shut down the motivation of all kids who are n’t considered gifted and talented. They destroy their confidence,” says Jeff Howard, a soc ial psychologist and president of the Efficacy Institute, a Boston-area organization that wor ks with teachers and parents in school districts around the country to help improve childre n’s academic performance. Howard and other educators say it’s important to expose kids t o a world beyond homework and tests, through volunteer work, sports, hobbies and other extracurricular activities. “The crux of the issue is that many students experience education as irrelevant to their life goals and ambitions,” says Michael Nakkual, a Harvard educ atio n professor who runs a Boston-area mentoring program called Project IF (Inventing the Fu ture), which works to get low-income underachievers in touch with their aspirations. Thekey to getting kids to aim higher at school is to disabuse them of the notion that classwo rk is irrelevant, to show them how doing well at school can actually help them fulfill the ir dreams beyond it. Like any ambitious toddler, they need to understand that you have to learn to walk before you can run.1. Which of the following best expresses the main idea of the first paragraph?(A) Children are born with a kind of healthy ambition.(B) How a baby learns to walk and talk.(C) Ambition can be taught like other subjects at school.(D) Some teenage children lose their drive to succeed.2. According to some educators and psychologists, all of the following would be help ful to cultivate students’ ambition to succeed EXCEPT ________.(A) stimulating them to build up self-confidence(B) cultivating the attitude of risk taking(C) enlarging the areas for children to succeed(D) making them understand their family crisis3. What is the message that peer pressure conveys to children?(A) A sudden lack of motivation is attributed to the student’s failure.(B) Book knowledge is not as important as practical experience.(C) Looking smart is more important for young people at school.(D) To achieve academic excellence should not be treated as the top priority.4. The word “malleable” in the clause “that their intelligence is malleable,” (para.3) most probably means capable of being ________.(A) altered and developed(B) blocked and impaired(C) sharpened and advanced(D) replaced and transplanted5. The expression “to disabuse them of the notion” (para.4) can be paraphrased as __ ______.(A) to free them of the idea(B) to help them understand the idea(C) to imbue them with the notion(D) to inform them of the concept Questions 6—10Civil-liberties advocates reeling from the recent revelations on surveillance had someth ing else to worry about last week: the privacy of the billions of search queries made on sites like Google, AOL, Yahoo and Microsoft. As part of a long-running court case, the g overnment has asked those companies to turn over info rmation on its users’ search behavi or. All but Google have handed over data, and now the Department of Justice has moved to compel the search giant to turn over the goods.What makes this case different is that the intended use of the information is not relat ed to national security, but the government’s continuing attempt to police Internet pornogr aphy. In 1998, Congress passed the Child Online Protection Act (COPA), but courts have blocked its implementation due to First Amendment concerns. In its appeal, the DOJ wan ts to prove how easy it is to inadvertently stumble upon pore. In order to conduct a cont rolled experiment—to be performed by a UC Berkeley professor of statistics—the DOJ wa nts to use a large sample of actual search terms from the different search engines. It wou ld then use those terms to do its own searches, employing the different kinds of filters ea ch search engine offers, in an attempt to quantify how often “material that is harmful to minors” might appear. Google contends that since it is not a party to the case, the govern ment has not right to demand its proprietary information to perform its test. “We intend t o resist their motion vigorously,” said Google attorney Nicole Wong.DOJ spokesperson Charles Miller says that the government is requesting only the actu al search terms, and not anything that would link the queries to those who made them. (The DOJ is also demanding a list of a million Web sites that Google indexes to determi ne the degree to which objectionable sites are searched.) Originally, the government asked for a treasure trove of all searches made in June and July 2005; the request has been sc aled back to one week’s worth of search queries.One oddity about the DOJ’s strategy is that the experiment could conceivably sink it s own case. If the built-in filters that each search engine provides are effective in blocking porn sites, the government will have wound up proving what the opposition has said all along—you don’t need to suppress speech to protect minors on the Net. “We think that o ur filtering technology does a good job protecting minors from inadvertently seeing adult content,” says Ramez Naam, group program manager of MSN Search.Though the government intends to use these data specifically for its COPA-related tes t, it’s possible that the information could lead to further investigations and, perhaps, subpo enas to find out who was doing the searching. What if certain search terms indicated that people were contemplating terrorist actions or other criminal activities? S ays the DOJ’s Miller, “I’m assuming that if something raised alarms, we would hand it over to the prop er authorities.” Privacy advocates fear that if the government request is upheld, it will ope n the door to further government examination of search behavior. One solution would be for Google to stop storing the information, but the company hopes to eventually use the p ersonal information of consenting customers to improve search performance. “Search is a window into people’s personalities,” says Kurt Opsahl, an Electronic Frontier Foundation a ttorney. “They should be able to take advantage of the Internet without worrying about Bi g Brother looking over their shoulders.”6. When the American government asked Google, AOL, Yahoo and Microsoft to turn over inf ormation on its users’ search behavior, the major intention is _________.(A) to protect national security(B) to help protect personal freedom(C) to monitor Internet pornography(D) to implement the Child Online Protection Act7. Google refused to turn over “its proprietary information”(para.2) required by DOJ a s it believes that ________.(A) it is not involved in the court case(B) users’ privacy is most important(C) the government has violated the First Amendment(D) search terms is the company’s business secret8. The phrase “scaled back to” in the sentence “the request has been scaled back to one week’s worth of search queries” (para.3) can be replaced by _________.(A) maximized to(B) minimized to(C) returned to(D) reduced to9. In the sentence “One oddity about the DOJ’s strategy is that the experiment could conceivably sink its own case.”(para.4), the expression “sink its own case” most probably means that _________.(A) counterattack the opposition(B) lead to blocking of porn sites(C) provide evidence to disprove the case(D) give full ground to support the case10. When Kurt Opsahl says that “They should be able to take advantage of the Inter net without worrying about Big Brother looking over their shou lders.” (para.5), the express ion “Big Brother” is used to refer to _________.(A) a friend or relative showing much concern(B) a colleague who is much more experienced(C) a dominating and all-powerful ruling power(D) a benevolent and democratic organizationQuestions 11—15On New Year’s Day, 50,000 inmates in Kenyan jails went without lunch. This was not s ome mass hunger strike to highlight poor living conditions. It was an extraordinary human itarian gesture: the money that would have been spent on their lunches went to the charit y Food Aid to help feed an estimated 3.5 million Kenyans who, because of a severe drou ght, are threatened with starvation. The drought is big news in Africa, affecting huge area s of east Africa and the Horn. If you are reading this in the west, however, you may not be aware of it—the media is not interested in old stories. Even if you do know about th e drought, you may not be aware that it is devastating one group of people disproportiona tely: the pastoralists. There are 20 million nomadic or semi-nomadic herders in this region, and they are fast becoming some of the poorest people in the continent. Their plight enc apsulates Africa’s perennial problem with drought and famine.How so? It comes down to the reluctance of governments, aid agencies and foreign l enders to support the herders’ traditional way of life. Instead they have tended to try to t urn them into commercial ranchers or agriculturalists, even though it has been demonstrate d time and again that pastoralists are well adapted to their harsh environments, and that moving livestock according to the seasons or climatic changes makes their methods far m ore viable than agriculture in sub-Saharan drylands.Furthermore, African pastoralist systems are often more productive, in terms of protei n and cash per hectare, than Australian, American and other African ranches in similar cli matic conditions. They make a substantial contribution to their countries’ national economies. In Kenya, for example, the turnover of the pastoralist sector is worth $800 million per year. In countries such as Burkina Faso, Eritrea and Ethiopia, hides from pastoralists’ her ds make up over 10 per cent of export earnings. Despite this productivity, pastoralists still starve and their animals perish when drought hits. One reason is that only a trickle of th e profits goes to the herders themselves; the lion’s share is pocketed by traders. This is p artly because the herders only sell much of their stock during times of drought and famin e, when they need the cash to buy food, and the terms of trade in this situation never w ork in their favour. Another reason is the lack of investment in herding areas.Funding bodies such as the World Bank and-USAID tried to address some of the pro blems in the 1960s, investing millions of dollars in commercial beef and dairy production. It didn’t work. Firstly, no one bothered to consult the pastoralists about what they wante d. Secondly, rearing livestock took precedence over human progress. The policies and strat egies of international development agencies more or less mirrored the thinking of their col onial predecessors. They were based on two false assumptions: that pastoralism is primitiv e and inefficient, which led to numerous failed schemes aimed at converting herders to m odern ranching models; and that Africa’s drylands can support commercial ranching. They cannot. Most of Africa’s herders live in areas with unpredictable weather systems that are totally unsuited to commercial ranching.What the pastoralists need is support for their traditional lifestyle. Over the past few years, funders and policy-makers have been starting to get the message. One example is i ntervention by governments to ensure that pastoralists get fair prices for their cattle when they sell them in times of drought, so that they can afford to buy fodder for their remain ing livestock and cereals to keep themselves and their families alive (the problem in Afric an famines is not so much a lack of food as a lack of money to buy it). Another examp le is a drought early-warning system run by the Kenyan government and the World Bank that has helped avert livestock deaths.This is all promising, but more needs to be done. Some African governments still fav our forcing pastoralists to settle. They should heed the latest scientific research demonstrati ng the productivity of traditional cattle-herding. Ultimately, sustainable rural development i n pastoralist areas will depend on increasing trade, so one thing going for them is the gro wing demand for livestock products: there will likely be an additional 2 billion consumers worldwide by 2020, the vast majority in developing countries. To ensure that pastoralists benefit, it will be crucial to give them a greater say in local policies. Other key tasks in clude giving a greater say to women, who play critical roles in livestock production. The rich world should pay proper attention to the plight of the pastoralists. Leaving them depe ndent on foreign food aid is unsustainable and will lead to more resentment, conflict, envi ronmental degradation and malnutrition. It is in the rich world’s interests to help out.11. Which of the following CANNOT be concluded from the passage?(A) Forcing Africa’s nomadic herders to become ranchers will save them from drough t.。